OBJECTIVES

The objective of this study was to synthesize existing literature on nursing informatics (NI) and propose updates to the Philippine Nursing Informatics curriculum that embrace current trends and integrate a globally acknowledged framework.

A literature search was conducted on PubMed and ScienceDirect. This search identified 79 articles, of which only eight met the inclusion criteria. The Technology Informatics Guiding Education Reform (TIGER) initiative provided the framework for analyzing the literature review outcomes and for developing the revised course structure for the Nursing Informatics (NI) curriculum in the Philippines.

The revised course outline incorporated 31 topics across the six domains outlined by the TIGER framework. Upon comparison, it was found that numerous topics identified were absent from the existing NI curriculum in the Philippines. Key subjects identified for inclusion encompass research, examination of standards and terminologies, application in community health, cybersecurity, project management, and advocacy. These areas hold particular relevance for the Philippines, attributed to the limited recognition of NI and the ongoing advancements related to technological applications in healthcare.

The nursing informatics curriculum in the Philippines is not up to date, failing to align with global NI standards. It is recommended that a thorough revision and enhancement be undertaken to ensure alignment with international frameworks and current industry practices.

OBJECTIVES

The objective of this study was to synthesize existing literature on nursing informatics (NI) and propose updates to the Philippine Nursing Informatics curriculum that embrace current trends and integrate a globally acknowledged framework.

A literature search was conducted on PubMed and ScienceDirect. This search identified 79 articles, of which only eight met the inclusion criteria. The Technology Informatics Guiding Education Reform (TIGER) initiative provided the framework for analyzing the literature review outcomes and for developing the revised course structure for the Nursing Informatics (NI) curriculum in the Philippines.

The revised course outline incorporated 31 topics across the six domains outlined by the TIGER framework. Upon comparison, it was found that numerous topics identified were absent from the existing NI curriculum in the Philippines. Key subjects identified for inclusion encompass research, examination of standards and terminologies, application in community health, cybersecurity, project management, and advocacy. These areas hold particular relevance for the Philippines, attributed to the limited recognition of NI and the ongoing advancements related to technological applications in healthcare.

The nursing informatics curriculum in the Philippines is not up to date, failing to align with global NI standards. It is recommended that a thorough revision and enhancement be undertaken to ensure alignment with international frameworks and current industry practices.

Environmental Microbiology, as a compulsory foundational course for the major of environmental and ecological engineering. Its knowledge system not only lays a profound theoretical foundation but also evinces a close-knit nexus to practical applications in environmental protection and ecological restoration. This course thus serves as an outstanding platform facilitating both teaching reforms and practical innovations of professional courses. With Environmental Microbiology as a paradigmatic illustration, this paper concentrates on addressing issues like archaic course contents and enervating teaching approaches, with the aspiration of augmenting students' professional acuities, practical dexterities, and innovation and entrepreneurial aptitudes. In light of the aforesaid aim, we initiated an all-encompassing probe into the teaching reform and practicable paradigms from the perspective of amalgamating professional education with innovation-steered stratagems. Across multiple fronts, comprehensive reformative undertakings were implemented, subsuming the optimization and reconfiguration of course contents, the exploration of sundry teaching methodologies, and the scientific erection of an evaluation system. Ultimately, a nascent teaching model dubbed "three-dimensional, six-loop and five-collaborative" was formed. This series of comprehensive and innovative reform measures has not only substantially augmented the profundity and extensiveness of professional knowledge, permeating into the core of disciplinary essence, but also remarkably bolstered students' practical operational capabilities and innovative thinking patterns, thereby catalyzing their transformation into well-rounded individuals with a competitive edge. By virtue of these efforts, a solid foundation has been firmly laid for the teaching reform of Environmental Microbiology and the cultivation of high-caliber environmental professionals in the contemporary era, heralding a new chapter in the development of environmental education.
Environmental Microbiology ; Teaching ; Education, Professional/methods* ; Curriculum

Objectives: Perception about Physical and Rehabilitation Medicine provides information about awareness on identifying disabilities and managing their impact on activities of daily living; however, misconceptions about the field continue to exist among both students and physicians. This study aims to describe the perceptions of clinical clerks and interns towards the practice and role of Rehabilitation Medicine in management of patients. Methods: This is a descriptive cross-sectional study. Students from the Learning Unit 6 and 7 of UP College of Medicine answered adapted online survey forms from a previous study and participated in online focus group discussions. Qualitative data were used to infer the perception of medical students towards the specialty. The effect of the respondent’s profile, background and affiliation on their knowledge, attitudes and perceptions were analyzed using One-Way ANOVA (α = 0.05). Qualitative data were analyzed using thematic analysis. Results: Learning Unit 6 and 7 students were found to have a perceived broad level of knowledge with regards the specialty. The students associated the specialty with focus on holistic care, quality of life, interdisciplinary collaboration, and diversity of cases managed. No statistically significant differences were found between the perception among: 1) Learning Unit 6 and 7, 2) those with or without a previous encounter with the specialty, 3) allied medical and non-allied medical undergraduate courses in terms of: a) confidence in the knowledge (p = 0.489), b) familiarity with conditions managed (p = 0.93) and c) interest towards the specialty (p = 0.693). The Organ System Integrated (OSI) curriculum, which promotes horizontal and vertical integration of concepts, provided a wide understanding of the basic concepts related to physiatry. The students’ responses suggest a positive attitude towards Physical and Rehabilitation Medicine, as measured in their level of interest about knowing more regarding the specialty. Most common perceptions were that the specialty was multidisciplinary and holistic. However, the respondents’ perceptions regarding the roles of the Rehabilitation team were limited. Conclusion Learning unit level 6 and 7 students had a broad understanding of the practice and scope of the Physical and Rehabilitation Medicine specialty. Future researches can include other medical students in all year levels, including Learning Units 3, 4 and 5 of UPCM, to observe the development of their perceptions about the specialty throughout medical school.
Perception ; Students, Medical ; Curriculum

Experimental Acupuncture and Moxibustion, as an interdisciplinary course, integrates traditional acupuncture and moxibustion with modern science. It is an important way for cultivating students' scientific thinking and innovation. The teaching group of Experimental Acupuncture and Moxibustion in Shandong university of TCM developed the content of courses under the guidance of talent construction of "emerging medicine discipline", aiming to cultivate the talents for the upright and innovation of acupuncture and moxibustion, and being abide to the advanced teaching concepts of students' cognitive law and outcome based education. Base on teaching design, teaching mode, curriculum ideological and political development, and teaching evaluation, a series of new measures have been implemented, e.g. "two-line, three-stage and eight-step measures", "six dimensions and five combinations" and "five combinations and three measure gauges". Through practice and exploration, the students' satisfaction, the innovation and creativity, and teaching ability of teachers have been enhanced. These reforms could provide the new approach to the development of the first-class courses related to traditional Chinese medicine.
Moxibustion/standards* ; Humans ; Acupuncture/education* ; Curriculum ; Acupuncture Therapy/methods* ; Medicine, Chinese Traditional ; China ; Teaching

Integrated medical courses are one of the key models for the development and transformation of modern medical education. Modular-based integrated courses set higher standards for knowledge, skills and quality objectives. This article primarily discusses the specific practices of teaching reform in the integrated medical course of Frontiers of Infection and Immunity for eight-year program at Air Force Medical University. It covers the selection and integration of teaching content, innovative application of various teaching methods, diversified teaching evaluation and feedback, and the teaching team building. The course not only deepens students' knowledge and promotes their creative abilities but also enhances their comprehensive literacy and international perspective, thus effectively preparing high-quality medical talents for future challenges in the medical field.
Humans ; Education, Medical/methods* ; Teaching ; Curriculum ; Immunity ; Infections/immunology*

The Principle of Biotechnology is a compulsory course for undergraduates majoring in bioengineering at Zhejiang University of Technology. In response to the "Double First-Class" initiative and in order to improve the teaching effect of this course and the quality of talent training, we reformed the teaching of Principle of Biotechnology, the core course in bioengineering. Specifically, we reorganized the teaching contents, improved the process management of teaching and learning, and implemented multi-dimensional teaching practice. These measures improved teaching quality and promoted the achievement of training goals, which was of great significance for developing "First-Class" disciplines.
Biotechnology/education* ; Teaching ; China ; Curriculum ; Bioengineering/education* ; Universities

Production internship is an important teaching tache for undergraduate students to carry out engineering training by using professional skills, and it is a key starting point for fostering application-oriented talents in biotechnology. The Course Group of 'production internship of biotechnology majors' of Binzhou University is investigating application-oriented transformation for local regular colleges and universities, as well as fostering high-level application-oriented talents. By taking green fluorescent protein (GFP) polyclonal antibody as an example, the reform and practice on teaching content, teaching mode, assessment method, continuous improvement of curriculum were carried out. Moreover, the characteristics of the Yellow River Delta-Binzhou Biotechnology & Pharmaceutical Industrial Cluster were taken into account to intensify academic-enterprise cooperation. On one hand, this Course Group designed and rearranged the course contents, carried out essential training through online resources and platforms such as virtual simulation, and recorded, tracked and monitored the progress of production internship through practical testing and software platforms like 'Alumni State'. On the other hand, this Course Group established a practice-and application-oriented assessment method in the process of production internship and a dual evaluation model for continuous improvement. These reform and practices have promoted the training of application-oriented talents in biotechnology, and may serve as a reference for similar courses.
Humans ; Internship and Residency ; Curriculum ; Students ; Biotechnology

Based on the demand of enterprise talents and the characteristics of manufacturing process management in biotechnology, in order to make the students acquire the ability to solve complex engineering problems in the production process, we developed a "Comprehensive Biotechnology Experiment" course, where two-step enzymatic production of l-aspartate and l-alanine were the key processes. In this course, we drew lessons from the site management of the production enterprise, performed the experimental operation mode of four shifts and three operations. The content of this course includes principles, methods and experimental techniques of several core curricula and the site management mode of enterprises. As to the evaluation, the summary of the experimental staff's handover records and the content of teamwork were examined and scored. Through teaching practice and continuous improvement, we developed a complete experimental teaching process and assessment mechanism. Overall, the Comprehensive Biotechnology Experiment course achieved good teaching effect, which may serve as a reference to promote the development of experimental teaching of biotechnology.
Humans ; Biotechnology ; Curriculum ; Students

Biochemistry and Molecular Biology are the cornerstone courses of talent training in the field of life science. Taking these course as an example, this study explored reconstructing the knowledge framework, developing teaching cases, sharing teaching resources, innovating teaching means and establishing ideological education patterns. Supported by the scientific research achievements with discipline characteristics and online teaching platform, this research explored and practiced an integrated curriculum reform mode. This mode is guided by scientific research and education, based on the course development, and driven by communication and cooperation. A shared space of "exchange, practice, openness and informatization" was developed to achieve free and independent integration of undergraduate and graduate teaching motivated by learning knowledge, resulting in an effective student training.
Humans ; Curriculum ; Students ; Learning ; Molecular Biology/education* ; Biochemistry/education*